Program Details : University Catalogs : University of Minnesota

LEAD 1961W - Personal Leadership in the University (CIV, WI)

Credits:	3.0 [max 3.0]
Course Equivalencies:	Lead1961V / Lead 1961W
Grading Basis:	A-F only
Typically offered:	Every Fall, Spring & Summer

Examine personal views of leadership, differences between personal/positional leadership, leadership ethics/values, personal leadership strengths/skills.

LEAD 3961 - Leadership, You, and Your Community

Credits:	3.0 [max 3.0]
Grading Basis:	A-F only
Typically offered:	Every Fall, Spring & Summer

How do effective leaders create positive systemic change within complex systems? What is community and how does it shape the work of leadership? Students examine leadership from a multi-dimensional and multicultural perspective and critically examine leadership theories in authentic, complex community settings.

LEAD 3971 - Leadership Minor: Field Experience

Credits:	3.0 [max 3.0]
Grading Basis:	A-F only
Typically offered:	Every Fall, Spring & Summer

Students apply and integrate leadership theory in a community experience, think critically about their positional leadership roles, extrapolate the experience to future leadership issues within their specific fields, and work through challenges of positional leadership.

LEAD 4961W - Leadership for Global Citizenship (GP, WI)

Credits:	3.0 [max 3.0]
Grading Basis:	A-F only
Typically offered:	Every Fall, Spring & Summer

In this final, writing intensive capstone course, students pull together the threads of leadership theory and practice worked with over the course of the Leadership Minor. In addition, students gain experience working with diverse leaders from around the world, mapping political contexts, and planning their own global leadership path within their specific field.

AAS 3251W - Sociological Perspectives on Race, Class, and Gender (SOCS, DSJ, WI)

Credits:	3.0 [max 3.0]
Course Equivalencies:	AAS 3251W/Afro 3251W/Soc 3251W
Grading Basis:	A-F or Aud
Typically offered:	Every Fall, Spring & Summer

In the midst of social unrest, it is important for us to understand social inequality. In this course we will analyze the impact of three major forms of inequality in the United States: race, class, and gender. Through taking an intersectional approach at these topics, we will examine the ways these social forces work institutionally, conceptually, and in terms of our everyday realities. We will focus on these inequalities as intertwined and deeply embedded in the history of the country. Along with race, class, and gender we will focus on other axes of inequality including sexuality, citizenship, and dis/ability. We will analyze the meanings and values attached to these social categories, and the ways in which these social constructions help rationalize, justify, and reproduce social inequality.

ABUS 4022W - Management in Organizations (WI)

Credits:	3.0 [max 3.0]
Grading Basis:	A-F or Aud
Typically offered:	Every Fall, Spring & Summer

Demands on today's managers, with a focus on small to medium-sized organizations. Techniques/ideas beyond traditional studies. Applying management theory at all levels. Managing in a global workplace. Organizational planning and decision making. Organizing resources. Leading/motivating people. Controlling/evaluating organizational activities. This writing intensive designated course will spend significant time focusing on the writing process. Writing is crucial to this discipline because clear, accurate, and professional communication is essential to organization management. The ability to write effectively in terms of specified audiences ensures, in the professional world, successful communication between team members as well as the success of the projects, companies, and employees they represent. prereq: 45 semester credits recommended

ABUS 4041 - Dynamics of Leadership

Credits:	3.0 [max 3.0]
Grading Basis:	A-F or Aud
Typically offered:	Every Fall, Spring & Summer

Successful leadership via flexible approach. Knowledge, skills, and abilities that leaders develop from eight leadership strategies: academic, bureaucratic, eclectic, economic, fellowship, military, political, social. Ways to lead diverse populations in a global environment. prereq: 45 cr completed

AECM 2221W - Foundations of Leadership Practice (WI)

Credits:	3.0 [max 3.0]
Grading Basis:	A-F or Aud
Typically offered:	Every Fall

How to be an effective leader in profit/non-profit agricultural settings. Roles, responsibilities, knowledge, attitudes, and skills to hire staff, set goals, coach, mentor/manage teams, and improve communication.

AFRO 4105 - Ways of Knowing in Africa and the African Diaspora

Credits:	3.0 [max 3.0]
Grading Basis:	A-F only
Typically offered:	Every Fall

Impact of European knowledge systems on African world. How peoples on African continent and across African diaspora have produced/defined knowledge. Continuity/change in the way African peoples have thought about and left their epistemological imprints upon the world.

AMST 3114 - America in International Perspective (DSJ)

Credits:	3.0 [max 3.0]
Typically offered:	Every Fall & Spring

The nature of international cultural exchange. The impact of U.S. cultures and society on other countries of the world as well as the impact of other cultures and societies on the United States.

AMST 4101 - Gender, Sexuality, and Politics in America (HIS, DSJ)

Credits:	3.0 [max 3.0]
Course Equivalencies:	AmSt 4101/GLBT 4101
Typically offered:	Every Fall

Ways public and private life intersect through the issues of gender, sexuality, family, politics, and public life; ways in which racial, ethnic, and class divisions have been manifest in the political ideologies affecting private life.

ANTH 3002 - Sex, Evolution, and Behavior: Examining Human Evolutionary Biology

Credits:	4.0 [max 4.0]
Course Equivalencies:	Anth 3002/EEB 3002
Grading Basis:	A-F or Aud
Typically offered:	Every Spring

Methods/theories used to understand humans in an evolutionary framework. What can be known only, or primarily, form an evolutionary perspective. How evolutionary biology of humans might lead to better evolutionary theory. How physiology, development, behavior, and ecology coordinate/co-evolve in humans.

ANTH 3242W - Hero, Savage, or Equal? Representations of NonWestern Peoples in the Movies (WI)

Credits:	3.0 [max 3.0]
Grading Basis:	A-F only
Typically offered:	Every Fall

This course will explore images of nonWestern peoples and cultures as they have appeared in the movies and in other popular media. It has four aims: l) to introduce the problem of nonWestern peoples in the West from historical points of view, 2) to discuss the relationship between mass media and issue of representation to the marketplace, 3) to introduce the concept of morality in and through collective representations as developed by Durkheim, and 4) to analyze the problem of moral agency in a series of Hollywood and Independent movies which portray nonwestern peoples and cultures. We will watch movies portraying three different groups of cultures, Pacific Islanders, Native Americans, and the Japanese. In each unit, we will first read important commentary on Western representations of each of these peoples, such as Bernard Smith on Pacific Islanders and Vine Deloria on images of Native Americans and Gina Marchetti on Hollywood?s Japanese.

ANTH 4009W - Warfare and Human Evolution (WI)

Credits:	3.0 [max 3.0]
Grading Basis:	A-F or Aud
Typically offered:	Spring Odd Year

Armed, violent conflict among groups ? warfare ? is a distinctive and devastating trait of many human societies. The practice of warfare brings together a number of unusual characteristics of our species, including the ability to cooperate, to discuss plans, and to make and use weapons, which together combine to create immense human suffering. War has long been a central topic of anthropologists, who have raised many questions. Is warfare a human universal? Are there truly peaceful societies? Why does war occur more often at some times and places than others? How, when and why did warfare evolve? What, if anything, does warfare have to do with intergroup aggression in other animals? What role has warfare, or its more primitive antecedents, played in the evolution of our species? Efforts to explain war have themselves been contentious, with some scholars arguing that war is a recent phenomenon resulting from factors such the development of agriculture, and other scholars arguing that war is an evolutionarily ancient phenomenon with roots in the common ancestor of humans and chimpanzees. In this seminar, we will read and discuss classic and recent texts on this broad and often divisive subject. To better assess the arguments presented in survey and theoretical papers, we will read original ethnographic materials, with each student choosing one subsistence society as the focus of their research efforts.

CHIC 4275 - Theory in Action: Community Engagement in a Social Justice Framework (CIV)

Credits:	3.0 [max 3.0]
Typically offered:	Every Fall

Theoretical frameworks of social justice and community engagement for work outside classroom with/in Latina/o community. Worker issues/organizing. Placements in unions, worker organizations. Policy initiatives on labor issues. Students reflect on their own identity development, social location, and position of power/privilege.

CLA 2005 - Introduction to Liberal Education and Responsible Citizenship

Credits:	1.0 [max 3.0]
Grading Basis:	S-N only
Typically offered:	Every Spring

This course will focus on the themes of identity, community and civic engagement. We will focus on developing dimensions of personal and social responsibility to include contributing to a larger community and taking seriously the perspectives of others. This course will take on big questions such as: What does it mean to contribute to a larger community? What does a college education prepare you for? How can critical thinking skills be applied to real life case studies? How do you navigate your identity in the workplace, academic, and service-learning settings? What is responsible citizenships and engage in diverse and competing perspectives? In this course, we will turn to real-world stories and voices to explore our potential for greater understanding, compassion, empathy, resilience, democratic imagination, and critical citizenship prereq: [CLA 1005], CLA Presidents Emerging Scholars, freshman

COMM 1101 - Introduction to Public Speaking (CIV)

Credits:	3.0 [max 3.0]
Course Equivalencies:	Comm 1101/Comm 1101H/PSTL 1461
Typically offered:	Every Fall, Spring & Summer

Public communication processes, elements, and ethics. Criticism of and response to public discourse. Practice in individual speaking designed to encourage civic participation.

COMM 1313W - Analysis of Argument (WI)

Credits:	3.0 [max 3.0]
Typically offered:	Every Fall & Spring

Strategies for analyzing, evaluating, generating arguments. Problems in listening/responding to argument.

COMM 3409 - Nonverbal Communication (SOCS)

Credits:	3.0 [max 3.0]
Typically offered:	Every Fall, Spring & Summer

Nonverbal communication in interpersonal communication process. Nonverbal codes (touch, space, smell, eye contact) and their communicative functions (impression management, flirting, persuading, lying) in relational contexts (intimate relationships, friendships, work relationship). Theories, practices.

COMM 3411 - Introduction to Small Group Communication

Credits:	3.0 [max 3.0]
Typically offered:	Every Fall, Spring & Summer

Cooperative thinking in task-oriented groups. Planning, preparing for, and participating in small groups in private and public contexts.

COMM 3451W - Intercultural Communication: Theory and Practice (WI)

Credits:	3.0 [max 3.0]
Typically offered:	Every Fall, Spring & Summer

Theories of and factors influencing intercultural communication. Development of effective intercultural communication skills. prereq: Planning an intercultural experience

COMM 3625W - Communication Ethics (WI)

Credits:	3.0 [max 3.0]
Grading Basis:	A-F or Aud
Typically offered:	Every Fall & Spring

Applying concepts/theories from philosophy and social science to ethical issues in interpersonal, group, organizational, intercultural, and media communication.

COMM 3631 - Freedom of Speech (CIV)

Credits:	3.0 [max 3.0]
Typically offered:	Every Fall, Spring & Summer

Communication theories and principles that underlie the concept of freedom of speech in the United States. A variety of contexts and practices are examined in order to understand how communicative interaction should be described and, when necessary, appropriately regulated.

CSCI 3921W - Social, Legal, and Ethical Issues in Computing (CIV, WI)

Credits:	3.0 [max 3.0]
Typically offered:	Every Fall

Impact of computers on society. Computer science perspective of ethical, legal, social, philosophical, political, and economic aspects of computing. prereq: At least soph or instr consent

CSPH 3201 - Introduction to Mindfulness-Based Stress Reduction

Credits:	2.0 [max 2.0]
Typically offered:	Every Fall & Spring

The class will introduce students to a variety of techniques by which the stress endemic in a fast-paced competitive culture can be both reduced and worked with constructively. Students will practice and apply experiential techniques of stress-reduction through ?mindfulness? ? the steady, intentional gathering of a non-judgmental awareness into the present moment in various activities ? and examine medical / scientific literature on physiological and psychological elements in the stress response.

CSPH 3211 - Living on Purpose: An Exploration of Self, Purpose, and Community

Credits:	2.0 [max 2.0]
Typically offered:	Every Fall & Spring

Exploring our purpose in life means asking and answering the essential question, ?What makes me want to get out of bed in the morning?? Purpose is that deepest belief within us where we have a strong sense of who we are, where we came from, and where we?re going. It is the ability to know yourself, know what you know, to reflect on it, and base your judgments, choices and actions on it. Living on Purpose is a course designed to help students explore questions of meaning and purpose in college and in their lives. In this class, students will examine the context and meaning of their own lives, explore other people?s ways of living on purpose, and consider the big questions that shape their present and future. Through three retreats, readings, reflections, experiential exercises, and assignments, the course will offer students time to define their own purpose at this time in their lives and to help build a framework to lead a purposeful life now and into the future. Prereq sophomore, junior or senior undergraduates (30+ credits) or instructor consent

DES 1111 - Creative Problem Solving

Credits:	3.0 [max 3.0]
Course Equivalencies:	Des 1111/Des 1111H
Grading Basis:	A-F only
Typically offered:	Every Fall & Spring

Development of creative capability applicable to all fields of study. Problem solving techniques. Theory of creativity/innovation.

DES 1111H - Honors: Creative Problem Solving

Credits:	3.0 [max 3.0]
Course Equivalencies:	Des 1111/Des 1111H
Grading Basis:	A-F only
Typically offered:	Every Fall

Development of creative capability applicable to all fields of study. Problem solving techniques. Theory of creativity/innovation. prereq: Honors

DES 4165 - Design and Globalization (DSJ)

Credits:	3.0 [max 3.0]
Course Equivalencies:	Des 4165/Des 5165
Grading Basis:	A-F or Aud
Typically offered:	Every Fall

The course explores how culture, identity, and difference are defined and produced and the role that design plays in the production of difference, inequality, and marginalization. prereq: Jr or sr

ENGL 3505 - Protest Literature and Community Action (DSJ)

Credits:	4.0 [max 4.0]
Grading Basis:	A-F only
Typically offered:	Every Fall

This course combines academic analysis and experiential learning to understand, in both theory and practice, different perspectives on the power of "protest" in civic life. We will read a selection from the vast genre of progressive protest literature (pamphlets, poems, polemics, lists of demands, teaching philosophies, organizing principles, cultural histories, newsletter articles, movement chronicles, and excerpts from novels and biographies) from four key social-justice movements: the American Indian Movement, the Black Power movement, the post-Great Recession struggle for economic power, and the battle for immigrant rights. We'll also learn about this experientially as we roll up our sleeves and get involved in local community-based education initiatives and local social-justice organizations through our service-learning. Students receive initial training from CLA Career Services, The Center for Community-Engaged Learning, the Minnesota Literacy Council, as well as orientations at community sites.

ENGL 3506 - Social Movements & Community Education (CIV)

Credits:	4.0 [max 4.0]
Grading Basis:	A-F only
Typically offered:	Every Spring

In this course, we'll examine four progressive social movements. After beginning with a foundational civil rights movement example, we will learn about the anti-racist feminism branch of the women's movement, often referred to as "third-wave feminism." We'll also study the Occupy movement that arose in response to the Great Recession (the financial crisis beginning in 2008). Then we'll take a look at two social movements that, while by no means underground, tend to fly below the radar: the prison abolition movement and the fight for public schools. While all of these social movements have different emphases, they also overlap quite a bit in their systemic analysis of society and their strategies for action. As activist, organizer, and trainer Rinku Sen observes, "the history of community organizing and social movements is replete with tactics learned in one movement being applied to another." As we study these social movements, community organizing will be of particular interest to us. How do the groups, collectives, nonprofits, and communities propelling these different social movements organize themselves, their leadership, their strategies, and their activities? How do they make decisions? What do meetings and planning processes look like? What do they do when they disagree? How do they recruit and mobilize? How do they communicate with and confront the general public, elected officials, and the more powerful elements of the ruling class? How do they talk about the work they're doing? How do they develop a vision of the world they'd like to live in while still inhabiting the present one, with all its flaws and injustices? We'll also examine the role of education in organizations working for social change. Whether through trainings, "political education," reading groups, or small group activities associated with popular education, many of the social-movement groups we'll study have developed educational strategies and curricula. Hands-On Learning through Community Education: As we study these social movements and their approaches to organizing and educating in the comfortable confines of our university classroom, we'll also learn about them experientially through our service-learning. That is, we'll work 2 hours per week at local education initiatives in K-12 schools, adult programs, and social-justice organizations in the non-profit and grassroots sectors, comprising a total of 24 hours by the end of the semester. This hands-on learning will strengthen our academic grasp of social movements, organizational dynamics, and teaching and community organizing by providing us with grounded perspectives. More broadly, we'll get a feel for what it's like to get involved as citizens, activists, teachers, and learners attempting to build cross-organizational coalitions. And we'll share what we learn with each other. Representatives from the Center for Community-Engaged Learning (the U's service-learning office) and various community organizations will attend our second class session to tell you about their respective sites and how you can get involved. For our third class session, you will rank the top three community sites you'd like to work at. You will then be "matched" with a community organization, and your community education work will begin as soon as this matching process is complete. (We try to honor students' first and second choices, while also making sure that you also have some fellow classmates at your site.) To help prepare you, at a time convenient for you, you will also attend a training session facilitated by the Minnesota Literacy Council (MLC) or the Center for Community-Engaged Learning-- details will be provided in class.

ENGL 3741 - Literacy and American Cultural Diversity (DSJ, LITR)

Credits:	4.0 [max 4.0]
Grading Basis:	OPT No Aud
Typically offered:	Every Fall & Spring

Literacy and American Cultural Diversity combines academic study with experiential learning in order to collectively build more engaged, more complex understandings of literacy, educational institutions, counter-institutional literacy programs, the grassroots and nonprofit sectors, and the struggles of a multicultural civil society in a putative democracy. We will ground our inquiry in government studies, as well as sociological, historical, and educational writings. Standard literature, such as a memoir, a selection of poems, some short fiction, and a novel will further open up our twin themes of literacy and multiculturalism ? as will less ?official? literature, such as manifestos and the transcribed stories of immigrants, refugees, and other marginalized communities. We begin with the basic understanding of literacy as reading and writing, noting that, according to the National Survey of Adult Literacy, 46% of Americans scored in the lowest two levels of a five-tiered literacy test. What does this mean? Are such tests accurate or otherwise helpful? What about your basic literacy? As you read this syllabus, you?re making use of basic abilities that you?ve likely been practicing most of your life through formal schooling, daily routines, recreational pursuits, and work-related duties. But there?s more. On another level, you bring knowledge to your reading (some conscious, some unconscious), and the ideological field supplies you with assumptions about the role of literacy in your development, the role of a university course in your plans for your personal and professional life, and your position in a society that constantly raises the standards of literacy, basing success on your ability to keep up. Thus the very word ?literacy? calls into play many beliefs we have about our class system, our cultural life, economic and political structures, and educational institutions. Accordingly, our analysis will move beyond basic ?reading and writing? to wider concepts of literacy in our society, investigating issues that have much to do with our role as public citizens involved in shaping our individual and collective future. In tandem with our ?classroom? work, our service-learning work in the community (see Your Practicum as Literacy Workers, below) will enable us to develop more ?tangible? understandings of the ways that literacy, educational theories, practices, and the construction of knowledge and skills through educational policies provide a ?map? of the shifting socioeconomic, cultural, and political terrains of the U.S., the institutional inequities that result from these arrangements, as well as the justice work needed to transform those inequities.

EPSY 3132 - Psychology of Multiculturalism in Education (DSJ)

Credits:	3.0 [max 3.0]
Grading Basis:	A-F or Aud
Typically offered:	Every Spring

Course critically examines social and cultural diversity in the United States, confronting social issues of poverty, handicappism, homophobia, racism, sexism, victim-blaming, violence, and so on, and presenting models for change. Students examine how and why prejudices develop.

EPSY 5135 - Human Relations Workshop

Credits:	4.0 [max 4.0]
Typically offered:	Every Fall & Summer

Experiential course addressing issues of prejudice and discrimination in terms of history, power, and social perception. Includes knowledge and skills acquisition in cooperative learning, multicultural education, group dynamics, social influence, effective leadership, judgment and decision-making, prejudice reduction, conflict resolution.

ESPM 3011W - Ethics in Natural Resources (CIV, WI)

Credits:	3.0 [max 3.0]
Typically offered:	Every Fall & Spring

Normative/professional ethics, and leadership considerations, applicable to managing natural resources and the environment. Readings, discussion.

ESPM 3202W - Environmental Conflict Management, Leadership, and Planning (WI)

Credits:	3.0 [max 3.0]
Course Equivalencies:	ESPM 3202WESPM /5202
Grading Basis:	A-F or Aud
Typically offered:	Every Spring

Negotiation of natural resource management issues. Use of collaborative planning. Case study approach to conflict management, strategic planning, and building leadership qualities. Emphasizes analytical concepts, techniques, and skills.

GCC 3007 - Toward Conquest of Disease (ENV)

Credits:	3.0 [max 3.0]
Course Equivalencies:	GCC 3007/GCC 5007
Grading Basis:	A-F only
Typically offered:	Every Spring

Since the rise of civilization, the large predators of humans have been subdued and the most dangerous predators remaining are those unseen--vastly smaller than our bodies. They are the microbial predators that cause disease. Infectious disease has devastated human populations and even caused global population declines. Subduing and managing disease is one of the grand challenges of our time. Through an enormous global effort, we have driven smallpox in humans and Rinderpest in livestock extinct from the natural world, and guinea worm is expected to follow. Other infectious diseases are in continual decline. In this course we will combine ecological thought and ecological models with historical and future perspectives to understand the fundamental dynamics of our miniscule predators, and relate this to similar miniscule predators of wild and domestic animals, to crops, and to other plants. This is a Grand Challenge Curriculum course. prereq: sophomore, junior, senior

GCC 3031 - The Global Climate Challenge: Creating an Empowered Movement for Change (CIV)

Credits:	3.0 [max 3.0]
Course Equivalencies:	GCC 3031/GCC 5031
Grading Basis:	A-F only
Typically offered:	Periodic Spring

Students will explore ecological and human health consequences of climate change, the psychology of climate inaction, and will be invited to join us in the radical work of discovering not only their own leadership potential but that of others. We will unpack the old story of domination and hierarchy and invite the class to become part of a vibrant new story of human partnership that will not only help humanity deal with the physical threat of climate change but will help us create a world where we have the necessary skills and attitudes to engage the many other grand challenges facing us. Using a strategy of grassroots empowerment, the course will be organized to help us connect to the heart of what we really value; to understand the threat of climate change; to examine how we feel in the light of that threat; and to take powerful action together. Students will work in groups throughout the course to assess the global ecological threat posed by climate change, and they will be part of designing and executing an activity where they empower a community to take action. This is a Grand Challenge Curriculum course. prereq: soph, jr, sr

GCC 3011 - Pathways to Renewable Energy (TS)

Credits:	3.0 [max 3.0]
Course Equivalencies:	GCC 3011/GCC 5011
Grading Basis:	A-F only
Typically offered:	Periodic Spring

This interdisciplinary course will examine obstacles to energy transitions at different scales. It will explore the role of energy in society, the physics of energy, how energy systems were created and how they function, and how the markets, policies, and regulatory frameworks for energy systems in the US developed. The course will closely examine the Realpolitik of energy and the technical, legal, regulatory, and policy underpinnings of renewable energy in the US and Minnesota. Students will learn the drivers that can lead global systems to change despite powerful constraints and how local and institutional action enables broader reform. Students will put their learning into action by developing a proposal and then working on a project to accelerate the energy transition and to ensure that the energy transition benefits people in a just and equitable way. This is a Grand Challenge Curriculum course. prereq: sophomore, junior, senior

GCC 3013 - Making Sense of Climate Change - Science, Art, and Agency (CIV)

Credits:	3.0 [max 3.0]
Course Equivalencies:	GCC 3013/GCC 5013
Grading Basis:	A-F only
Typically offered:	Periodic Spring

The overarching theme of the course is the role of artistic/humanistic ways of knowing as tools for making sense and meaning in the face of "grand challenges." Our culture tends to privilege science, and to isolate it from the "purposive" disciplines--arts and humanities--that help humanity ask and answer difficult questions about what should be done about our grand challenges. In this course, we will examine climate change science, with a particular focus on how climate change is expected to affect key ecological systems such as forests and farms and resources for vital biodiversity such as pollinators. We will study the work of artists who have responded to climate change science through their artistic practice to make sense and meaning of climate change. Finally, students create collaborative public art projects that will become part of local community festivals/events late in the semester.

GCC 3014 - The Future of Work and Life in the 21st Century (TS)

Credits:	3.0 [max 3.0]
Course Equivalencies:	GCC 3014/GCC 5014
Grading Basis:	A-F only
Typically offered:	Periodic Fall

This course seeks solutions to the technological, demographic, and economic forces that challenge taken-for-granted mindsets and existing policies around work, careers, and life. Students will consider positive and negative impacts of the forces that render the conventional education/work/retirement lockstep obsolete. What do these changes mean for men and women of different ages and backgrounds? What are alternative, sustainable ways of working and living in the 21st century? These questions reflect global challenges that touch the lives of people everywhere. Students will work in teams to begin to address these realities and formulate innovative solutions to better transform learning, working, caring, and community-building in the 21st century. This is a Grand Challenge Curriculum course.

GCC 3016 - Science and Society: Working Together to Avoid the Antibiotic Resistance Apocalypse (TS)

Credits:	3.0 [max 3.0]
Course Equivalencies:	GCC 3016/GCC 5016
Grading Basis:	A-F only
Typically offered:	Periodic Spring

Before the discovery of antibiotics, even a simple thorn prick could lead to life threatening infection. Antibiotics are truly miracle drugs, making most bacterial infections relatively easy to cure. However, this landscape is rapidly changing with the advent of microbes that are resistant to antibiotics. This course will provide an overview of how antibiotic use invoked antibiotic resistance, including in depth discussions of antibiotic resistant microorganisms and the impact of globalization on this exploding problem. Societal and ethical implications associated with antibiotic use and restriction in humans and animals will be discussed, along with global issues of antibiotic regulation and population surveillance. The class will conclude with discussions of alternative therapeutic approaches that are essential to avoid "antibiotic apocalypse." The course will include lectures by world-renowned experts in various topics, and students will leverage this knowledge with their own presentations on important topics related to issues of personal freedom versus societal needs. This is a Grand Challenge Curriculum course.

GCC 5003 - Seeking Solutions to Global Health Issues (GP)

Credits:	3.0 [max 3.0]
Grading Basis:	A-F only
Typically offered:	Periodic Fall

Often, the most progress on challenging issues such as health and equity is made when you apply an interdisciplinary perspective. The same is true for global health issues. Whether responding to emerging pandemics, food insecurity, maternal mortality, or civil society collapse during conflict, solutions often lie at the intersection of animal, environmental, and human health. In this course, students will work in teams to examine the fundamental challenges to addressing complex global health problems in East Africa and East African refugee communities here in the Twin Cities. Together we will seek practical solutions that take culture, equity, and sustainability into account. In-field professionals and experts will be available to mentor each team, including professionals based in Uganda and Somalia. This exploration will help students propose realistic actions that could be taken to resolve these issues. This course will help students gain the understanding and skills necessary for beginning to develop solutions to global health issues. This is a Grand Challenge Curriculum course. GCC courses are open to all students and fulfill an honors experience for University Honors Program students.

GCC 5005 - Innovation for Changemakers: Design for a Disrupted World (GP)

Credits:	3.0 [max 3.0]
Course Equivalencies:	CEGE 5571/GCC 3005/GCC 5005
Grading Basis:	A-F only
Typically offered:	Periodic Fall & Summer

Do you want to make a difference? We live in a world full of complex challenges, such as COVID-19, racism, economic recession, and environmental collapse, to name a few. Now is the time to use your own skills and passion to make a positive impact in the world. In this project-based course, you will learn how to develop effective and sustainable responses to current social and environmental problems. You'll study a variety of tools, mindsets, and skills that will help you to address any complex grand challenge, as well as engage with case studies of successful grand challenge projects in the past. Your project may address food insecurity, unemployment, housing, environmental impacts, equity, or other issues. Proposed designs for how you might have an impact may take many forms (student group, program intervention with an existing organization, public policy strategy, or for-profit or non-profit venture) but this class will focus on how to make ideas financially sustainable. The primary focus of this (GCC 5005) course is how to develop a pilot project plan that addresses a grand challenge. You will learn business modeling, financial projections, and pitching to potential investors and funders. You will build a model for your idea around input from primary and secondary research, as well as the affected community?s culture, needs, and wants. Community members, locally and globally, may serve as mentors and research consultants to teams. External speakers will be brought in to share their stories of how to build and scale innovative efforts to serve the common good. Students enrolled will work either independently, or in small teams, on a project of their own choosing. Ideally, students will apply to take this class with a project in mind. By the end of the class, students will have a well-designed plan to turn their project into an actionable solution if that is of interest. This is a Grand Challenge Curriculum course. GCC courses are open to all students and fulfill an honors experience for University Honors Program students.

GCC 5007 - Toward Conquest of Disease (ENV)

Credits:	3.0 [max 3.0]
Course Equivalencies:	GCC 3007/GCC 5007
Grading Basis:	A-F only
Typically offered:	Every Spring

Since the rise of civilization, the large predators of humans have been subdued and the most dangerous predators remaining are those unseen--vastly smaller than our bodies. They are the microbial predators that cause disease. Infectious disease has devastated human populations and even caused global population declines. Subduing and managing disease is one of the grand challenges of our time. Through an enormous global effort, we have driven smallpox in humans and Rinderpest in livestock extinct from the natural world, and guinea worm is expected to follow. Other infectious diseases are in continual decline. In this course we will combine ecological thought and ecological models with historical and future perspectives to understand the fundamental dynamics of our miniscule predators, and relate this to similar miniscule predators of wild and domestic animals, to crops, and to other plants. This is a Grand Challenge Curriculum course. prereq: sophomore, junior, senior, graduate student

GCC 5008 - Policy and Science of Global Environmental Change (ENV)

Credits:	3.0 [max 3.0]
Course Equivalencies:	EEB 5146/FNRM 5146/GCC 5008/P
Grading Basis:	A-F only
Typically offered:	Periodic Spring

Through readings, lectures, discussions, written assignments, and presentations this course introduces the critical issues underpinning global change and its environmental and social implications. The course examines current literature in exploring evidence for human-induced global change and its potential effects on a wide range of biological processes and examines the social and economic drivers, social and economic consequences, and political processes at local, national, and international scales related to global change. This is a Grand Challenge Curriculum course.

GCC 5031 - The Global Climate Challenge: Creating an Empowered Movement for Change (CIV)

Credits:	3.0 [max 3.0]
Course Equivalencies:	GCC 3031/GCC 5031
Grading Basis:	A-F only
Typically offered:	Periodic Spring

Students will explore ecological and human health consequences of climate change, the psychology of climate inaction, and will be invited to join us in the radical work of discovering not only their own leadership potential but that of others. We will unpack the old story of domination and hierarchy and invite the class to become part of a vibrant new story of human partnership that will not only help humanity deal with the physical threat of climate change but will help us create a world where we have the necessary skills and attitudes to engage the many other grand challenges facing us. Using a strategy of grassroots empowerment, the course will be organized to help us connect to the heart of what we really value; to understand the threat of climate change; to examine how we feel in the light of that threat; and to take powerful action together. Students will work in groups throughout the course to assess the global ecological threat posed by climate change, and they will be part of designing and executing an activity where they empower a community to take action. This is a Grand Challenge Curriculum course. For: so, jr, sr, grad

GCC 5011 - Pathways to Renewable Energy (TS)

Credits:	3.0 [max 3.0]
Course Equivalencies:	GCC 3011/GCC 5011
Grading Basis:	A-F only
Typically offered:	Periodic Spring

This interdisciplinary course will examine obstacles to energy transitions at different scales. It will explore the role of energy in society, the physics of energy, how energy systems were created and how they function, and how the markets, policies, and regulatory frameworks for energy systems in the US developed. The course will closely examine the Realpolitik of energy and the technical, legal, regulatory, and policy underpinnings of renewable energy in the US and Minnesota. Students will learn the drivers that can lead global systems to change despite powerful constraints and how local and institutional action enables broader reform. Students will put their learning into action by developing a proposal and then working on a project to accelerate the energy transition and to ensure that the energy transition benefits people in a just and equitable way. This is a Grand Challenge Curriculum course.

GCC 5013 - Making Sense of Climate Change - Science, Art, and Agency (CIV)

Credits:	3.0 [max 3.0]
Course Equivalencies:	GCC 3013/GCC 5013
Grading Basis:	A-F only
Typically offered:	Periodic Fall & Spring

The overarching theme of the course is the role of artistic/humanistic ways of knowing as tools for making sense and meaning in the face of "grand challenges." Our culture tends to privilege science, and to isolate it from the "purposive" disciplines--arts and humanities--that help humanity ask and answer difficult questions about what should be done about our grand challenges. In this course, we will examine climate change science, with a particular focus on how climate change is expected to affect key ecological systems such as forests and farms and resources for vital biodiversity such as pollinators. We will study the work of artists who have responded to climate change science through their artistic practice to make sense and meaning of climate change. Finally, students create collaborative public art projects that will become part of local community festivals/events late in the semester. This is a Grand Challenge Curriculum course.

GCC 5014 - The Future of Work and Life in the 21st Century (TS)

Credits:	3.0 [max 3.0]
Course Equivalencies:	GCC 3014/GCC 5014
Grading Basis:	A-F only
Typically offered:	Periodic Fall

This course seeks solutions to the technological, demographic, and economic forces that challenge taken-for-granted mindsets and existing policies around work, careers, and life. Students will consider positive and negative impacts of the forces that render the conventional education/work/retirement lockstep obsolete. What do these changes mean for men and women of different ages and backgrounds? What are alternative, sustainable ways of working and living in the 21st century? These questions reflect global challenges that touch the lives of people everywhere. Students will work in teams to begin to address these realities and formulate innovative solutions to better transform learning, working, caring, and community-building in the 21st century. This is a Grand Challenge Curriculum course.

GEOG 3381W - Population in an Interacting World (SOCS, GP, WI)

Credits:	3.0 [max 4.0]
Course Equivalencies:	Geog 3381W/GLOS 3701W
Typically offered:	Every Fall, Spring & Summer

Comparative analysis and explanation of trends in fertility, mortality, internal and international migration in different parts of the world; world population problems; population policies; theories of population growth; impact of population growth on food supply and the environment.

GLBT 4101 - Gender, Sexuality, and Politics in America (HIS, DSJ)

Credits:	3.0 [max 3.0]
Course Equivalencies:	AmSt 4101/GLBT 4101
Typically offered:	Every Fall

Ways public and private life intersect through the issues of gender, sexuality, family, politics, and public life; ways in which racial, ethnic, and class divisions have been manifest in the political ideologies affecting private life.

GLOS 3144 - Knowledge, Power, and the Politics of Representation in Global Studies

Credits:	3.0 [max 4.0]
Course Equivalencies:	GloS 3144/GloS 3144H
Grading Basis:	A-F only
Typically offered:	Every Fall

This course provides an introductory overview of core theories and concepts that prepare students for successful completion of the Global Studies curriculum. In this half of the Global Studies core course sequence, students will investigate questions pertaining to how representations of the modern world in popular media and academic writing contribute to, reaffirm, and often challenge relations of inequality and division tied to such categories as ethnicity, gender, and race. Drawing on a wide range of interdisciplinary sources including magazines, novels, films, and digital media, these questions may include: How do cultural representations of the Global South reinforce European imperial and colonial projects? What role do mass-market magazines and newspapers have in constructing difference and producing stereotypes that justify imperialist attitudes? How does the development of technologies, from railroads to the internet, affect collective experiences of time and space? How is 'fake news' and intentional misrepresentation a threat to democracy and to the ecological security of the Earth? Students will meet twice a week for lecture and attend a weekly recitation section, with assignments that include short writing exercises and/or weekly Canvas posts and a midterm and final examination. This course will show how the politics of representation and knowledge production relate to changing formations of power, while giving students the conceptual vocabulary and critical skills to prepare for subsequent Global Studies courses. Prereq: soph, jr, or sr

GLOS 3144H - Honors: Knowledge, Power, and the Politics of Representation in Global Studies

Credits:	3.0 [max 4.0]
Course Equivalencies:	GloS 3144/GloS 3144H
Grading Basis:	A-F only
Typically offered:	Every Fall

This course provides an introductory overview of core theories and concepts that prepare students for successful completion of the Global Studies curriculum. In this half of the Global Studies core course sequence, students will investigate questions pertaining to how representations of the modern world in popular media and academic writing contribute to, reaffirm, and often challenge relations of inequality and division tied to such categories as ethnicity, gender, and race. Drawing on a wide range of interdisciplinary sources including magazines, novels, films, and digital media, these questions may include: How do cultural representations of the Global South reinforce European imperial and colonial projects? What role do mass-market magazines and newspapers have in constructing difference and producing stereotypes that justify imperialist attitudes? How does the development of technologies, from railroads to the internet, affect collective experiences of time and space? How is 'fake news' and intentional misrepresentation a threat to democracy and to the ecological security of the Earth? Students will meet twice a week for lecture and attend a weekly recitation section with assignments that include short writing exercises and/or weekly Canvas posts and a midterm and final examination. This course will show how the politics of representation and knowledge production relate to changing formations of power, while giving students the conceptual vocabulary and critical skills to prepare for subsequent Global Studies courses. Prereq: Honors soph, jr, or sr

GLOS 3602 - Other Worlds: Globalization and Culture

Credits:	3.0 [max 3.0]
Grading Basis:	A-F or Aud
Typically offered:	Every Fall & Spring

'Globalization' and 'Culture' are both terms that have been defined and understood in a variety of ways and the significance of which continues to be debated to the present, both inside and outside the academy. Globalization has been talked about both as an irresistible historical force, tending toward the creation of an increasingly interconnected, or, as is sometimes claimed, an increasingly homogeneous world, and as a set of processes, the outcome of which remains open-ended and uncertain, as likely to produce new kinds of differences as universal sameness. Culture meanwhile has been variously defined as that which distinguishes humans from other species (and which all humans therefore share) and as that which divides communities of humans from one another on the basis of different beliefs, customs, values etc. This course reflects on some of the possible meanings of both "Globalization" and "Culture" and asks what we can learn by considering them in relation to one another. How do the phenomena associated with globalization, such as increasing flows of people, capital, goods and information across increasing distances challenge our understandings of culture, including the idea that the world is composed of so many discrete and bounded "cultures"? At the same time, does culture and its associated expressive forms, including narrative fiction, poetry and film, furnish us with new possibilities for thinking about globalization? Does global interconnection produce a single, unified world, or multiple worlds? Are the movements of people, goods, ideas and information across distances associated with new developments caused by contemporary globalization, or have they been going on for centuries or even millennia? Might contemporary debates about climate change and environmental crisis compel us to consider these phenomena in new ways? The course addresses these questions as they have been discussed by scholars from a variety of disciplines and as they have been imagined by artists, poets, novelists and filmmakers. In doing so, it considers whether the distinctiveness of present day globalization is to be sought in part in the new forms of imagining and creative expression to which it has given rise.

GWSS 3003 - Gender and Global Politics (SOCS, GP)

Credits:	3.0 [max 3.0]
Typically offered:	Every Fall, Spring & Summer

Similarities/differences in women's experiences throughout world, from cross-cultural/historical perspective. Uses range of reading materials/media (feminist scholarship, fiction, film, news media, oral history, autobiography).

GWSS 3404 - Transnational Sexualities (GP)

Credits:	3.0 [max 3.0]
Course Equivalencies:	GLBT 3404/GWSS 3404
Typically offered:	Fall Odd, Spring Even Year

Lesbian/gay lives throughout world. Culturally-specific/transcultural aspects of lesbian/gay identity formation, political struggles, community involvement, and global networking. Lesbian/gay life in areas other than Europe and the United States.

GWSS 3406 - Gender, Labor, and Politics (SOCS, GP)

Credits:	3.0 [max 3.0]
Course Equivalencies:	GWSS 3406/GWSS 3406H
Typically offered:	Every Fall

Historical developments/contemporary manifestations of women's participation in labor force/global economy. Gender as condition for creation/maintenance of exploitable category of workers. How women's choices are shaped in various locations. Women's labor organizing. GWSS / Gender, Women, and Sexuality Studies / Gender Studies

MGMT 3041 - The Individual and the Organization

Credits:	2.0 [max 2.0]
Course Equivalencies:	03129
Typically offered:	Every Fall

The purpose of this course is to understand both the impact and experience of the individual in an organizational setting. We will discuss the influence that individual differences and behaviors play within an organization, focusing on the employee as the key factor through which organizations function and grow. An employer?s success is largely attributable to the motivation and performance of those they employ. The factors that influence both their motivation and performance will be the focus of our content. We will explore topics such as personality, values, perceptions, and diversity among others. Each topic covered will enrich our understanding of the complex relationship between the individual and the organization. Recommended prerequisite: HRIR 3021. Prior, this course's designator was HRIR 3041.

MGMT 3042 - Organizational Behavior: Groups and Teams

Credits:	2.0 [max 2.0]
Typically offered:	Every Fall

The purpose of this course is to understand both the impact and experience of the individual, leaders, and teams in an organizational setting. We will discuss the influence that individual differences and behaviors play within work teams, and how leadership may shape team experiences, focusing on the team as the key factor through which organizations function and grow. An employer?s success is largely attributable to the motivation and performance of those they employ. The factors that influence group, team, and organizational performance will be the focus of this class. We will explore topics such as communication, conflict, negotiation, leadership, organizational structure and change, among others. Each topic covered will enrich our understanding of the complex relationship between the individual, team, and the organization. Recommended prerequisite: HRIR 3021. Prior, the course's designator was: HRIR 3042.

HSCI 3242 - Navigating a Darwinian World (HIS)

Credits:	3.0 [max 3.0]
Course Equivalencies:	HSci 3242/HSci 5242
Typically offered:	Every Fall

In this course we grapple with the impact of Darwin's theory of evolution in the scientific community and beyond. We'll examine and engage the controversies that have surrounded this theory from its inception in the 19th century through its applications in the 21st. What made Darwin a Victorian celebrity, a religious scourge, an economic sage and a scientific hero? We'll look closely at the early intellectual influences on theory development; study the changing and dynamic relationship between science and religion; and critically analyze the application of Darwin's theory to questions of human nature and behavior.

HSCI 3331 - Technology and American Culture (HIS, TS)

Credits:	3.0 [max 3.0]
Course Equivalencies:	HSci 3331/5331
Typically offered:	Every Fall & Spring

American culture(s) and technology, pre-Columbian times to present. Artisanal, biological, chemical, communications, energy, environment, electronic, industrial, military, space and transportation technologies explained in terms of economic, social, political and scientific causes/effects.

HSCI 3401 - Ethics in Science and Technology (HIS, CIV)

Credits:	3.0 [max 3.0]
Course Equivalencies:	HSci 3401/5401
Typically offered:	Periodic Fall

In addition to examining the idea of ethics itself, this course will examine the ethical questions embodied in specific historical events, technological systems, and scientific enterprises. Commonly, technology is assumed to be the best engineered solution for a particular goal and (good) science is supposed to be objective; however, this is never truly the case, values and moral choices underlie all of our systems for understanding and interacting with the world around us. These values and choices are almost always contentious. Through a series of historical case studies we will grapple with the big issues of right and wrong and the role of morality in a technological world. Our goal will be to learn to question and think critically about the things we create, the tools we use, and the ideology and practice of science.

HSCI 4321 - History of Computing (TS, HIS)

Credits:	3.0 [max 3.0]
Course Equivalencies:	CSci 4921/HSci 4321
Typically offered:	Fall Even, Spring Odd Year

Developments in the last 150 years; evolution of hardware and software; growth of computer and semiconductor industries and their relation to other business areas; changing relationships resulting from new data-gathering and analysis techniques; automation; social and ethical issues.

HSCI 4455 - Women, Gender, and Science (HIS, DSJ)

Credits:	3.0 [max 3.0]
Typically offered:	Every Fall & Spring

Three intersecting themes analyzed from 1700s to the present: women in science, sexual and gendered concepts in modern sciences, and impact of science on conceptions of sexuality and gender in society.

INET 4082W - IT Infrastructure Projects and Processes (WI)

Credits:	3.0 [max 3.0]
Grading Basis:	A-F or Aud
Typically offered:	Every Fall

This course presents an IT management perspective on business partnerships, project management and lifecycles, methodologies, processes, and organizational structures. It covers scope definition, resource estimating of time and cost, quality considerations, and metrics and risk analysis. Project management best practices are emphasized. All the concepts will be tied together with project simulation assignments. As a writing intensive designated course, it will spend significant time focusing on the writing process. Writing is crucial to this discipline because clear, accurate, and professional communication is essential to each element in the process of project management. The inability to write well, clearly, and in terms of specified audiences can, in the professional world, lead to not only miscommunication between team members but also, and more largely, to a failure of projects and the companies and employees they represent. prereq: 45 cr recommended

JOUR 3741 - Diversity and Media (DSJ)

Credits:	3.0 [max 3.0]
Typically offered:	Every Fall

How are our perceptions of crime been influenced by the news? How do social movements use media to share their messages? What can we as audiences do? Social media, news and entertainment media help shape our ideas about identity and differences. Learn how representation and inclusion have been negotiated through media with a particular focus on local case studies. Topics include race, ethnicity, social class, physical ability, and gender. Students will learn how to use media literacy to build a just and equitable society.

JOUR 3745 - Media and Popular Culture (AH, DSJ)

Credits:	3.0 [max 3.0]
Typically offered:	Every Fall, Spring & Summer

Popular culture is everywhere. Social media, film, music, video games, television, websites, and news bring popular culture into our daily lives. In this class, we will examine popular culture in modern and historical contexts through various mass communication, sociological, and cultural theories. Is popular culture of the people? or dictated by corporate interests? What social and commercial pressures result in stereotypes, misrepresentation and exclusion in popular culture? Does popular culture mirror or shape social reality? This course will provide you with the tools to become active and thoughtful consumers of media and popular culture.

JOUR 3771 - Media Ethics (CIV)

Credits:	3.0 [max 3.0]
Typically offered:	Every Fall & Spring

Citizens expect journalists to separate fact from falsehoods, opinion and propaganda. But is it possible for journalists to be unbiased and objective? Advertisers are expected to push products. But is it acceptable to mislead by exaggerating what the product can do? Public relations professionals must protect a company's brand. But what should they do when a company becomes entangled in a scandal? This course examines the ethical and unethical ways that communicators respond to such challenges, and uses real-life examples to identify values and principles that can lead to sound, ethical decisions under the most difficult circumstances. Learn about ethical communication on all platforms, from television to social media to newspapers and magazines. Build a solid foundation for your own ethical thinking that can guide you as a student and as a professional communicator.

JOUR 4801 - Global Communication

Credits:	3.0 [max 3.0]
Typically offered:	Every Spring

How does communication affect international affairs? That's literally a question of war and peace, and this class guides you through the big theories and the real life stories of how news, information and entertainment travels around the world. Analyze the role of communication in globalization, addressing possible interpretations ranging from cultural imperialism to democratic development. Examine how different media cover foreign countries. What does it take to cover the world, historically and at a time of unprecedented challenges for professional journalism? What are the practices that have made international news what it is for the last century? Through theory and case studies from journalists and diplomats, examine the possible effects of international communication on international relations and policy making.

LEAD 4971 - Directed Study, Leadership Minor

Credits:	1.0 -4.0 [max 12.0]
Grading Basis:	A-F only
Typically offered:	Every Fall, Spring & Summer

Design/carry out study project under direction of leadership minor instructors/faculty. To apply, please create a contract here: https://goo.gl/forms/K8s9ZhrY6Vp5oRGf2 Please note: The UMN's Credit policy can be found here: https://policy.umn.edu/education/studentwork. One credit represents, for the average University undergraduate student, three hours of academic work per week, averaged over the semester, in order to complete the work of the course to achieve an average grade. One credit equals 42 to 45 hours of work over the course of the semester (1 credit x 3 hours of work per week x 14 or 15 weeks in a semester equals 42 to 45 hours of academic work). Students should keep the above policy in mind while determining their project and the amount of credits for enrollment. The amount of enrolled credits also proportionally influences the amount of instructor contact hours/week.

LEAD 4972 - Directed Research, Leadership Minor

Credits:	1.0 -4.0 [max 12.0]
Grading Basis:	A-F only
Typically offered:	Every Fall, Spring & Summer

Students complete individually arranged research project with Leadership Minor instructor. Contact Leadership Minor office for registration requirements. *Please note - The University of Minnesota's Credit policy can be found here: https://policy.umn.edu/education/studentwork. One credit represents, for the average University undergraduate student, three hours of academic work per week, averaged over the semester, in order to complete the work of the course to achieve an average grade. One credit equals 42 to 45 hours of work over the course of the semester (1 credit x 3 hours of work per week x 14 or 15 weeks in a semester equals 42 to 45 hours of academic work). Students should keep the above policy in mind while determining their project and the amount of credits for enrollment. The amount of enrolled credits also proportionally influences the amount of instructor contact hours/week. prereq: instr consent Contract URL: https://goo.gl/forms/iw89wCSrPN30HbAz2

MIL 3302 - Applied Leadership in Small Unit Operations

Credits:	3.0 [max 3.0]
Grading Basis:	A-F only
Typically offered:	Every Spring

MIL 3302 balances adaptability and professional competence building on the tactical lessons introduced in MIL 3301. Adaptability concepts introduced include analysis of complex problems, creating solutions that exhibit agile and adaptive thinking, analysis of the environment and formulation of solutions to tactical and organizational problems. prereq: Two yrs of ROTC or equiv established by U.S. Army, must see Army ROTC dept officials, concurrent registration is required (or allowed) in lab.

MIL 3402 - Company Grade Leadership

Credits:	3.0 [max 3.0]
Grading Basis:	A-F only
Typically offered:	Every Spring

MIL 3402 is the culmination of a four-year sequential, progressive, challenging developmental leadership experience. It is during this final semester that the cadet is undergoing final preparation for the duties and responsibilities of a commissioned officer along with their integration into the army. Emphasis is placed on critical knowledge, skills, abilities and competency skills newly commissioned officers will need to succeed in their first unit of assignment, and the modern operating environment where they will be expected to plan, prepare, execute, and assess platoon-level training strategies and more to enable mission accomplishment. prereq: Completion of all other military courses or Army equiv, concurrent registration is required (or allowed) in lab

MIL 3403 - MS IV One Credit Lead Lab

Credits:	1.0 [max 1.0]
Grading Basis:	A-F only
Typically offered:	Every Fall

Army ROTC leadership and personal development lab. prereq: Completion of basic courses, concurrent registration is required (or allowed) in 3401

MIL 3404 - MS IV One Credit Lead Lab

Credits:	1.0 [max 1.0]
Grading Basis:	A-F only
Typically offered:	Every Spring

Army ROTC leadership and personal development lab. prereq: Completion of basic courses, concurrent registration is required (or allowed) in 3402

MKTG 3001 - Principles of Marketing

Credits:	3.0 [max 3.0]
Course Equivalencies:	Mktg 3001/Mktg 3001H
Grading Basis:	A-F or Aud
Typically offered:	Every Fall, Spring & Summer

Introduction to terms, concepts, and skills for analyzing marketing problems. Factors outside the organization affecting its product, pricing, promotion, and distribution decisions. Cases from actual organizations. prereq: ECON 1101 or ECON 1165

MOT 4001 - Leadership, Professionalism and Business Basics for Engineers

Credits:	2.0 [max 2.0]
Grading Basis:	A-F only
Typically offered:	Every Fall & Spring

Elements of business, environment in which technology/business operate. Classes of 15 to 20 students.

NAV 4401W - Leadership and Management I (WI)

Credits:	3.0 [max 3.0]
Grading Basis:	A-F or Aud
Typically offered:	Every Fall

Advanced study of organizational behavior/management. Major behavioral theories examined in detail. Practical applications. Exercises, case studies, seminar discussions.

NAV 4402W - Leadership and Ethics (CIV, WI)

Credits:	3.0 [max 3.0]
Grading Basis:	A-F or Aud
Typically offered:	Every Spring

Junior officer role. Responsibilities faced as leader, manager, professional officer of Naval Services. Develops specific competencies in areas of leadership, management, professional administration, development. Emphasizes Naval Service ethics, core values. prereq: NAV 4401W

NSCI 3102W - Neurobiology II: Perception and Behavior (WI)

Credits:	3.0 [max 3.0]
Course Equivalencies:	Biol 3102W/NSci 3102W
Grading Basis:	A-F or Aud
Typically offered:	Every Fall & Spring

This is the second of the introductory neurobiology courses. It introduces fundamental concepts in systems and behavioral neuroscience with emphasis on the neural circuits underlying perception and sensorimotor integration. Lectures will examine the neural basis of specific behaviors arising from the oculomotor, visual and auditory systems and notes are available on Canvas. Topics include: retinal processing, functional organization in the cerebral cortex, neural circuit development, language, reward, and addiction. Students must learn to read scientific papers, and to understand the main ideas well enough to synthesize them and communicate them both orally and in writing. The course is writing intensive: exams are in essay and short answer format, and a 10-15 page term paper is required. The course is required for students majoring in neuroscience. The course consists of two hours of lecture and one hour of discussion per week.

NURS 4305 - Practicum: Community-based Care of Families Across Life Span

Credits:	3.0 [max 3.0]
Grading Basis:	A-F only
Typically offered:	Every Fall & Spring

Examine an evidence-based teamwork system to improve communication and teamwork skills among health care professionals. prereq: 3703, 3705, 3801, [3802 or 3802H], enrolled Nurs student

NURS 4402 - Taking Ethical Action in Health Care (CIV)

Credits:	1.0 [max 1.0]
Grading Basis:	A-F only
Typically offered:	Every Fall

Ethical dimensions/role obligations of health care professionals related to selected social issues with health consequences. prereq: Senior undergrad nursing student, [4104 or instr consent]

NURS 4707 - Nursing Leadership: Professional Practice in Complex Systems

Credits:	2.0 [max 2.0]
Grading Basis:	A-F only
Typically offered:	Every Spring

Leadership skills for safe effective practice as a new graduate nurse; issues affecting nursing practice; leadership attributes, e.g., creating effective teams, confident interaction with others, resolving conflict, managing resources, leadership for assuring patient safety and quality care. prereq: Sr enrolled in BSN program

OLPD 3305 - Learning About Leadership Through Film and Literature

Credits:	3.0 [max 3.0]
Typically offered:	Every Fall

Readings from leadership studies, literature, and film. Ethical dilemmas. Different styles of leadership and their consequences. Intersection of public/private in exercising leadership. Competing loyalties/pressures felt by leaders/followers. Fundamental questions about nature/desirability of leadership.

LEAD 3972 - Field Experience: Intercultural Internship

Credits:	3.0 [max 3.0]
Grading Basis:	A-F only
Typically offered:	Every Summer

Internship-based course focused on leadership principles and intercultural values that impact the work environment. Possible internship locations include New York City, San Francisco, and Minneapolis. For students in the undergraduate Leadership Minor, this is the opportunity to apply what they have learned in a real-life setting. Prior to departure for the on-site internship in the city location, students spend a week in class at the University studying the theoretical frameworks that will provide the foundation for the 6-week internship, reflection process, and living experience. The composition of the class cohort will include international and domestic students, which provides the opportunity to experience and reflect upon the internship and the designated city living experience through an intercultural lens. Upon completion of the internship, the class cohort will return to the University to complete a final week of class on campus.

OLPD 3332 - Global Identity: Connecting Your International Experience to Your Future (GP)

Credits:	1.0 [max 1.0]
Typically offered:	Every Fall, Spring & Summer

Reflect on activities/readings of study abroad experiences overseas. E-journaling, written activities, group interaction using various formats. prereq: [3321 or EDPA 3102 or instr consent], studying abroad the semester student is enrolled in course

OLPD 3641 - Introduction to Organization Development

Credits:	3.0 [max 3.0]
Grading Basis:	A-F or Aud
Typically offered:	Every Fall, Spring & Summer

Organization development theories, principles, concepts, and practices. How development is used to direct change in an organization.

OLPD 5011 - Leading Organizational Change: Theory and Practice

Credits:	3.0 [max 3.0]
Typically offered:	Every Fall

How theory is incorporated, affects the change process, and can improve schools/institutions of higher education. Characteristics that impact change processes/outcomes. Leadership/policy effects.

OLPD 5048 - Cross-Cultural Perspectives on Leadership

Credits:	3.0 [max 3.0]
Typically offered:	Every Fall & Summer

Introduction to cultural variables of leadership that influence functioning of cross-cultural groups. Lectures, case studies, discussion, problem-solving, simulations. Intensive workshop.

OLPD 5607 - Organization Development

Credits:	3.0 [max 3.0]
Grading Basis:	A-F or Aud
Typically offered:	Periodic Fall, Spring & Summer

Introduction to major concepts, skills, and techniques for organization development/change. prereq: Grad student only

PA 1401 - Public Affairs: Community Organizing Skills for Public Action (CIV)

Credits:	3.0 [max 3.0]
Grading Basis:	A-F only
Typically offered:	Every Fall & Spring

Public affairs work, roles of citizens in democratic way of life. Community organizing skills, their importance for public affairs. Negotiations among diverse audiences, understanding different interests, mapping power relationships. Relevant public affairs and governance theory.

PA 3002 - Basic Methods of Policy Analysis (SOCS)

Credits:	3.0 [max 3.0]
Grading Basis:	A-F or Aud
Typically offered:	Every Fall

Introduction to policy analysis. Theoretical foundations/practical methods of analysis. Tools for problem definition, data collection/analysis, presentation techniques, implementation strategies. Multidisciplinary case-study approach.

PA 4101 - Nonprofit Management and Governance

Credits:	3.0 [max 3.0]
Typically offered:	Every Fall & Spring

Managing/governing nonprofit/public organizations. Theories, concepts, real-world examples. Governance systems, strategic management practices, effect of different funding environments, management of multiple constituencies.

PA 5490 - Topics in Social Policy

Credits:	1.0 -4.0 [max 12.0]
Typically offered:	Periodic Fall & Spring

Selected topics.

PA 5920 - Skills Workshop

Credits:	0.5 -4.0 [max 48.0]
Typically offered:	Every Fall & Spring

Topics on public policy or planning skills. Topics specified in Class Schedule.

PHIL 1003W - Introduction to Ethics (CIV, WI)

Credits:	4.0 [max 4.0]
Course Equivalencies:	Phil 1003W/V/1103
Typically offered:	Every Fall & Spring

Are values/principles relative to our culture? Is pleasure valuable? Are there any absolute rules? These questions and others are addressed through critical study of moral theories.

PHIL 1006W - Philosophy and Cultural Diversity (AH, DSJ, WI)

Credits:	4.0 [max 4.0]
Course Equivalencies:	Phil 1006W/Phil 1026W
Typically offered:	Periodic Fall & Spring

In this course, we will consider some of the numerous questions debated within philosophy. These include: What can we know? How do we know it? Is there a God? What is a person? What makes anyone the same person over time? How ought we organize ourselves politically? How do gender and race shape our lives? To think through these questions, we will read texts authored by a diverse cross-section of philosophers, with the express purpose of regularly engaging students with perspectives relevantly unlike their own.

POL 3235W - Democracy and Citizenship (CIV, WI)

Credits:	3.0 [max 3.0]
Typically offered:	Every Fall & Spring

This course considers the nature of contemporary democracy and the role that members of the political community do, can, and should play. While approaches in teaching the class vary, students can expect to read historical and contemporary texts, see films and videos, to approach questions about the nature of democracy, justifications for democracy, and challenges faced by contemporary democracy as it relates to racial inequality, immigration, gender inequality, and ecological crises. Topics will include: the centrality of social movements for democracies; deliberative and participatory democracy; as well as questions about how members of political communities can best participate in democratic life to address structural inequalities. Students will write a longer essay that allows them to demonstrate their capacities to understand and explain complex ideas and to make a theoretically compelling argument, using appropriate supporting evidence. Suggested prerequisite 1201

POL 3489W - Citizens, Consumers, and Corporations (CIV, WI)

Credits:	3.0 [max 3.0]
Typically offered:	Spring Even Year

Corporations are the most powerful actors in the global political economy. They employ millions of people, produce a wide variety of goods, and have massive effects on the communities where they do business. Although considered to be "legal persons," corporations are not living beings with a conscience. Milton Friedman famously proclaimed that the only moral obligation of corporations is the maximize shareholder returns. Yet maximizing financial returns may negatively affect humans, other living beings, and the planet. This potential conflict between profit and ethics is at the heart of this course, which focuses on how people have mobilized as citizens and consumers to demand ethical behavior from corporations. We will explore these different modes of action through an examination of corporate social responsibility for sweatshops, the industrial food system in the United States, and the privatization of life, water, and war. The course also considers how corporations exploit racial hierarchies and immigration status in their pursuit of profit.

POL 3462 - The Politics of Race, Class, and Ethnicity in the United States, South Africa and Cuba

Credits:	3.0 [max 3.0]
Typically offered:	Every Fall, Spring & Summer

Is it true that since the election of Donald Trump, the United States is more racist than ever? Is racism on the rise elsewhere in the world? Consistent with the goals of liberal education, this course helps students navigate their way through what is often seen as one of the most perplexing and intractable problems in today's world?racial and ethnic conflicts. It supplies a set of theoretical tools that can be utilized in the most diverse of settings?including, though to a lesser extent, gender. Rather than looking at these conflicts, as the media and popular knowledge often does, as centuries-old conflicts deeply set in our memory banks, a script from which none of us can escape, the course argues that inequalities in power and authority?in other words, class?go a long way in explaining racial and ethnic dynamics. To support this argument, the course examines the so-called ?black-white? conflict in three settings, the U.S., South Africa, and Cuba. While all three share certain similarities, their differences provide the most explanatory power. Most instructive is the Cuba versus U.S. and South Africa comparison. Specifically, what are the consequences for race relations when a society, Cuba, attempts to eliminate class inequalities? The course hopes to show that while we all carry with us the legacy of the past, we are not necessarily its prisoners.

POL 3766 - Political Psychology of Mass Behavior (SOCS)

Credits:	3.0 [max 3.0]
Typically offered:	Every Fall & Spring

How do people develop their political opinions? What makes people vote the way that they do? Why do some people love, and other loathe, Donald Trump? Understanding how ordinary citizens engage with the political sphere is essential to understanding how politics work. This course applies a psychological approach to understanding how average people - members of the mass public - think about politics, make political decisions, and decide how (and whether) to take political actions. We will explore arguments about the role that ideology, biological and evolutionary factors, personality, identity and partisanship, racial attitudes, and political discussion play in shaping the opinion and behavior of members of the mass public. In addition, this class introduces students to the methodology of political psychology and how political psychologists approach questions and attempt to understand the political world. Students will exit the class having mastered a body of knowledge about how they and their fellow citizens think about politics and the different approaches that scholars take to study these decisions. They will also gain the critical capacity to judge arguments about politics, the ability to identify, define, and solve problems, and the skill to locate and critically evaluate information relevant to these tasks. Finally, this course takes a cooperative approach to learning, and many course activities will be structured around learning and working with a group of fellow students over the course of the semester.

POL 4771 - Race and Politics in America: Making Sense of Racial Attitudes in the United States (DSJ)

Credits:	3.0 [max 3.0]
Typically offered:	Periodic Fall

Race continues to be one of the defining fault lines in American politics. Most obviously, the existence of racial inequality has enormous consequences for any given individual's social and economic standing. However, it also has had an enormous impact on the pattern of attitudes and beliefs which have served as the backdrop for many of society's most pressing political debates and conflicts. The purpose of this course is to provide students with an introduction to how political scientists have studied racial attitudes and the larger problem of inter-ethnic conflict in American society. We will begin with a look at the historical circumstances which have given rise to the major research questions in the area. From there, we'll look at the major research perspectives in the area, and see how well they actually explain public opinion on matters of race. In doing so, we'll also get a look at some of the major controversies in this area of study, particularly the issues of whether the "old-fashioned racism" of the pre-civil-rights era has been replaced by new forms of racism; and the degree to which debates over policy matters with no apparent link to race - such as crime and social welfare - may actually have a lot to do with racial attitudes. Finally, we will conclude by taking an informed look at racial attitudes in recent American history, focusing on how racial attitudes and their political consequences of have changed - and not changed - over the course of the Obama presidency and the tumultuous 2016 election.

POL 4773W - Advocacy Organizations, Social Movements, and the Politics of Identity (DSJ, WI)

Credits:	3.0 [max 3.0]
Typically offered:	Every Fall & Spring

This course introduces students to the major theoretical concepts and empirical findings in the study of U.S interest group politics. Students will read books and articles from a wide range of topics that include how interest groups are formed and maintained; various strategies and tactics that groups use to influence Congress, the courts, and executive branch; and whether those strategies result in fair and effective representation for all citizens in society. Throughout the semester students will be exposed to research using a variety of methodologies and intellectual approaches. Further, the class discussions will emphasize general concepts that reoccur in the readings and in other classes. The goal is to assist students in mastering the key concepts in group politics. This is also a writing intensive course. Effective writing is encouraged through several writing assignments that require you to think clearly and express your thoughts concisely.

PSY 3201 - Introduction to Social Psychology

Credits:	3.0 [max 3.0]
Typically offered:	Every Fall, Spring & Summer

Overview of theories/research in social psychology. Attitudes/persuasion, social judgment, the self, social influence, aggression, prejudice, helping, and applications. prereq: 1001 or instr consent

PSY 3711 - Psychology in the Workplace

Credits:	3.0 [max 3.0]
Course Equivalencies:	Madr 3711/Psy 3711
Typically offered:	Every Fall & Spring

Application of psychological theory/research to recruitment, personnel selection, training/development, job design, work group design, work motivation, leadership, performance assessment, job satisfaction measurement. prereq: 1001, [2801/3801 or equiv] or SCO 2550 or instr consent

PSY 3960 - Undergraduate Seminar in Psychology

Credits:	1.0 -5.0 [max 45.0]
Typically offered:	Every Fall, Spring & Summer

Undergraduate seminars in subjects of current interest in psychology. prereq: 1001

PUBH 3001 - Personal and Community Health

Credits:	2.0 [max 2.0]
Course Equivalencies:	PubH 3001/PubH 3004/PubH 3005
Typically offered:	Every Fall & Spring

Fundamental principles of health conservation and disease prevention.

SMGT 3501 - Sport in a Diverse Society (SOCS, DSJ)

Credits:	3.0 [max 3.0]
Grading Basis:	A-F only
Typically offered:	Every Fall & Spring

Relationship between sport and contemporary social institutions. Groups/individuals who have historically been marginalized or excluded from sport participation. Race, sex, social class, sexual orientation, physical (dis)abilities.

SOC 3201 - Inequality: Introduction to Stratification

Credits:	3.0 [max 3.0]
Typically offered:	Periodic Fall

Why does inequality exist? How does it work? These are the essential questions examined in this class. Topics range from welfare and poverty to the role of race and gender in getting ahead. We will pay particular attention to social inequities � why some people live longer and happier lives while others are burdened by worry, poverty, and ill health. prereq: soc majors/minors must register A-F

SOC 3211W - Race and Racism in the US (DSJ, WI)

Credits:	3.0 [max 3.0]
Course Equivalencies:	AAS 3211W/Soc 3211W
Grading Basis:	A-F or Aud
Typically offered:	Every Fall & Spring

We live in a society steeped in racial understandings that are often invisible?some that are hard to see, and others that we work hard not to see. This course will focus on race relations in today's society with a historical overview of the experiences of various racial and ethnic groups in order to help explain their present-day social status. This course is designed to help students begin to develop their own informed perspectives on American racial ?problems? by introducing them to the ways that sociologists deal with race, ethnicity, race relations and racism. We will expand our understanding of racial and ethnic dynamics by exploring the experiences of specific groups in the U.S. and how race/ethnicity intersects with sources of stratification such as class, nationality, and gender. The course will conclude by re-considering ideas about assimilation, pluralism, and multiculturalism. Throughout, our goal will be to consider race both as a source of identity and social differentiation as well as a system of privilege, power, and inequality affecting everyone in the society albeit in different ways.

SOC 3251W - Sociological Perspectives on Race, Class, and Gender (SOCS, DSJ, WI)

Credits:	3.0 [max 3.0]
Course Equivalencies:	AAS 3251W/Afro 3251W/Soc 3251W
Grading Basis:	A-F or Aud
Typically offered:	Every Fall, Spring & Summer

In the midst of social unrest, it is important for us to understand social inequality. In this course we will analyze the impact of three major forms of inequality in the United States: race, class, and gender. Through taking an intersectional approach at these topics, we will examine the ways these social forces work institutionally, conceptually, and in terms of our everyday realities. We will focus on these inequalities as intertwined and deeply embedded in the history of the country. Along with race, class, and gender we will focus on other axes of inequality including sexuality, citizenship, and dis/ability. We will analyze the meanings and values attached to these social categories, and the ways in which these social constructions help rationalize, justify, and reproduce social inequality. prereq: Soc majors/minors must register A-F

SOC 3301W - Politics and Society (WI)

Credits:	3.0 [max 3.0]
Grading Basis:	A-F or Aud
Typically offered:	Periodic Spring

Political sociology is concerned with the social bases of power and the social consequences of the organization of power, especially how power operates in relationship to various forms of inequality and different institutions. We will explore political socialization, electoral politics and voting, social movements, the media and framing, and politics of inequality, poverty, and welfare. prereq: 1001 recommended; soc majors/minors must register A-F

SPAN 3401 - Latino Immigration and Community Engagement (CIV)

Credits:	3.0 [max 6.0]
Typically offered:	Every Fall & Spring

Service-learning course. U.S. power structures associated with emigration from Latin America. Rapid demographic change. Global economic system/emigration. Human rights. Federal immigration reform. Language issues. Inclusive political, economic, educational systems. Dialogue with Latino immigrants, community visits, civic engagement. Instructor approval required for January or summer offering. Pre-req: A C- or better in SPAN 3015W or SPAN 3015V or SPAN 3019W

SW 3501 - Theories and Practices of Social Change Organizing

Credits:	4.0 [max 4.0]
Grading Basis:	A-F only
Typically offered:	Every Fall & Spring

Concepts, theories, and practices of social change organizing. U.S. power relations. How people organize. Cross-class, multi-racial, and multi-issue organizing. Students do service learning in social justice organization.

SW 3703 - Gender Violence in Global Perspective

Credits:	3.0 [max 3.0]
Typically offered:	Every Fall & Spring

Theories/research on violence in intimate domestic relationships examined through multiple lenses. Overview of interventions in Minnesota, United States, and other societies.

URBS 3001W - Introduction to Urban Studies: The Complexity of Metropolitan Life (WI)

Credits:	3.0 [max 3.0]
Course Equivalencies:	Urbs 1001W/Urbs 3001W
Grading Basis:	A-F or Aud
Typically offered:	Every Fall & Spring

Interdisciplinary course, ranging across spatial, historical, economic, political, and design perspectives, among many others.

WRIT 3244W - Critical Literacies: How Words Change the World (AH, DSJ, WI)

Credits:	3.0 [max 3.0]
Grading Basis:	A-F or Aud
Typically offered:	Every Spring

This course is focused on understanding and using the insights into language and writing that animate Critical Literacy movements in the United States. Literacy is usually thought of in terms of fundamental abilities to read and write about a reality outside of language. Critical Literacy is an intellectual and social movement that challenges this dominant understanding of literacy. Critical Literacy?s fundamental claim is that texts (and our practices for working with them) invite readers (and writers) to accept particular versions of reality as the Real Truth. Through historical and contemporary models, students will learn how efforts to question and transform dominant ways of using language have played an especially important role in struggles for greater justice by and for oppressed groups. Here, people have used the ideas and methods of Critical Literacy to question how racial, gender, social class, and other privileges structure our language practices and our daily experiences. Students will be invited to apply a critical understanding of literacy to their own writing as they analyze course texts and produce original essays on topics of interest to them.

YOST 1366 - Stories of Resistance & Change: Youth, Race, Power & Privilege in the U.S. (LITR, DSJ)

Credits:	3.0 [max 3.0]
Course Equivalencies:	PSTL 1365W/YoSt 1366/PSTL 1366
Typically offered:	Every Fall & Spring

This course imagines literature as an opportunity to complement other understandings of youth, and to help those who work with children and adolescents to better understand their lived experiences. We will read classic and contemporary literary texts that respond to the needs, wants, and existential questions that surround young people?s lives, and makes them visible to learners in the class who want to better understand children and adolescents in diverse settings across the United States. Youth Studies at the University of Minnesota, prepares students to work towards understanding and helping to improve the everyday lives of diverse youth. By being in this class, reading our course texts carefully, and by engaging in learning activities with classmates, students have the chance to take away new understandings from powerful stories about youth. In fact, the texts in this course contain important descriptions of how oppression looks and feels to young people as they navigate institutions and see the impacts of structural inequality on themselves, communities, families, and friends. The young people in these texts show tremendous agency, and show meaningful examples of resistance on large and small scales. We will work together with course texts about how young people challenge and are challenged by their surroundings, and take away new meanings about how young people have promoted social justice and change. Learning activities in this class will include reading, writing, quizzes and exams and a course project. In class learning activities include discussion, presentations, activities, and a high level of participation is expected. Why literature? Literature can be thought of as one way of knowing about the daily lives of youth. Because literature offers a rich detailed framework of meaning showing the diverse contexts of lives of children, teenagers and young adults, youth workers can use the tools of literature to make youth work meanings from literature in which young people are primary to the text. Literature can make up a new lens through which learners can understand the daily and everyday lives of youth, and can complement the important social science lenses you may already bring to the class. Students are encouraged to develop a new set of questions about youth as they use the formal tools of literature to read literary texts that represent a range of styles, formats, themes, and choices. Diversity and Social Justice Literature that centers on young people from multicultural settings offers an opportunity to think about what it is that students already know about youth from diverse backgrounds, and to question whether their understanding is correct or if there are gaps in knowledge. In other words, a course goal will be to identify epistemological gaps between what we think we know about youth, race, gender, and power and privilege, and how that is confirmed and/or made more complicated by a larger body of knowledge about social constructions of power and privilege. This course calls on our literary texts to challenge and deconstruct dominant narratives about youth and their communities. Learners in this course enter into an ongoing conversation about what social justice for youth means in the context of unequal distribution of power and constructions of privilege and oppression.

YOST 1368W - Youth Global Perspectives (LITR, GP, WI)

Credits:	4.0 [max 4.0]
Course Equivalencies:	PSTL 1367W/YoSt 1368W
Typically offered:	Every Fall & Spring

This course uses literature by a diverse array of global authors as a window into youth experience and representation. We identify dominant narratives constructed through education, culture, religion, and media, and examine how authors and readers offer counternarratives. We work within social justice and decolonizing frameworks to understand how global power relations and our own perspectives are shaped by U.S. and European imperialism. We embrace the liberatory and expressive possibilities of narrative, while also recognizing the constraints exercised by the publishing industry and English language dominance. Literature opens up conversations about the lived experiences of youth. It invites us to empathize with experiences beyond our own, and provides an opportunity to highlight how cultural contexts shape interpretation. Together we will read, reflect, and analyze global texts by, for, and about youth. Accountability for readings takes the form of quizzes and reading responses. Students build skills of critical analysis through writing assignments, examining the array of choices authors make and the impact they have on audiences. Class is structured as a collaborative and interactive experience, with an emphasis on small group activities and participation.

YOST 4316 - Media and Youth: Learning, Teaching, and Doing

Credits:	2.0 [max 2.0]
Course Equivalencies:	YoSt 4316/YoSt 5316
Typically offered:	Periodic Fall & Spring

This interactive course will introduce interested youth workers to media as a tool for working with youth. It will review the theory and contemporary context of youth media practice. It will showcase exemplar youth media organizations from diverse communities and will introduce and provide hands-on practice with various forms of youth media. This class will focus on a theoretical framework of critical media literacy (CML). CML equips young people with opportunities and resources necessary for them to critically analyze, use, and produce various forms of media. Like traditional notions of literacy, critical media literacy depends on two interdependent components: analysis and production. In terms of analysis, media literacy is the ability to sift through and analyze the messages that inform, entertain and sell to youth every day. It is the ability to bring critical thinking skills to bear on all aspects of media? from online news outlets and podcasts to Facebook algorithms and the shrinking ownership of mass media. In terms of production, the course will provide exposure to and an an opportunity to engage technical skills, artistic expression, contribute to public dialogue and to experience how young people are contributing to their worlds through youth media projects like: murals, graffiti, spoken word, music, documentaries, magazines, public service announcements, and digital storytelling. prereq: 1001 or 2101 or instr consent